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Transform your mathematics instruction with this rich collection of formative assessment techniques
Award-winning author Page Keeley and mathematics expert Cheryl Rose Tobey apply the successful format of Keeley’s best-selling Science Formative Assessment to mathematics. They provide 75 formative assessment strategies and show teachers how to use them to inform instructional planning and better meet the needs of all students. Research shows that formative assessment has the power to significantly improve learning, and its many benefits include:
- Stimulation of metacognitive thinking
- Increased student engagement
- Insights into student thinking
- Development of a discourse community
- Sales Rank: #37030 in Books
- Brand: Corwin
- Published on: 2011-09-15
- Original language: English
- Number of items: 1
- Dimensions: 10.25" h x 7.00" w x .75" l, 1.10 pounds
- Binding: Paperback
- 256 pages
- Stimulation of metacognitive thinking.
- Increased student engagement.
- Insights into student thinking.
- Development of a discourse community.The authors also provide important guidance with each technique,
- Sub-Title - 75 Practical Strategies for Linking Assessment, Instruction and Learning.
Review
"This book is a wonderful resource for integrating formative assessment into student-centered instruction. The authors describe numerous ways teachers can access the many levels of student understanding. It belongs on every mathematics teacher’s shelf."
(Edward C. Nolan, PreK-12 Mathematics Specialist 2011-04-06)"This book contains an incredible set of Math FACTs – Formative Assessment Classroom Techniques. If you have been curious about Formative Assessment or how to implement it in your math classroom, this book provides the tools to get you started."
(Lyneille Meza, Coordinator of Data & Assessment 2011-04-06)"This book features formative assessment strategies specifically written for math and can be used in any math class. A book that we have been waiting for."
(Zsuzsanna Laughland, Mathematics Teacher 2011-04-06)"This book is a game-changer! By putting theory into practical digestible units, Mathematics Formative Assessment gives teachers of all levels a bank of techniques to design standards-aligned classes. I wish I had something like this 20 years ago when I was first teaching."
(Daniel Kikuji Rubenstein, Executive Director 2011-04-06)"Coaches and other teacher leaders will find this compendium of assessment strategies invaluable." (NCSM Newsletter, Spring 2012 2012-03-15)
"Most important, Keeley and Tobey discuss extensively the use of teh data generated to inform teaching. Coaches and other teacher leaders will find this compendium of assessment strategies invaluable." (Kay Gilliland, Editor 2012-05-03)
About the Author
Consulting Description
Page Keeley is an author, speaker, and consultant who works with school districts and STEM organizations throughout the U.S. and internationally in the areas of formative assessment and teaching for conceptual change. She recently retired from the Maine Mathematics and Science Alliance (MMSA) where she was the Senior Science Program Director for 16 years, directing projects and developing resources in the areas of leadership, professional development, linking standards and research on learning, formative assessment, and mentoring and coaching. She has been the Principal Investigator and Project Director of three National Science Foundation–funded projects, including the Northern New England Co-Mentoring Network; PRISMS: Phenomena and Representations for Instruction of Science in Middle School; and Curriculum Topic Study: A Systematic Approach to Utilizing National Standards and Cognitive Research. In addition to NSF funded projects, she has directed state Math-Science Partnership (MSP) projects, including TIES K–12: Teachers Integrating Engineering into Science K–12, and a National Semi-Conductor Foundation grant, Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley also founded and directed the Maine Governor’s Academy for Science and Mathematics Education Leadership, a replication of the National Academy for Science Education Leadership, of which she is a fellow.
Keeley is the author of eighteen books and numerous journal articles and book chapters. She is also a co-author for McGraw-Hill’s elementary and middle school science programs. Keeley taught high school science for 2 years and middle school mathematics and science for 12 years before leaving the classroom in 1996. At that time she was an active teacher leader at the state and national level. She served two terms as president of the Maine Science Teachers Association and was the District II National Science Teachers Association (NSTA) director. She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken National Distinguished Educator Award in 1993, was named the AT&T Maine Governor’s Fellow in 1994.
As a nationally known professional developer and speaker, she received the National Staff Development Council’s (now Learning Forward) Susan Loucks-Horsley Award for Leadership in Science and Mathematics Professional Development in 2009, and the National Science Education Leadership Association’s Outstanding Leadership in Science Education Award in 2013. She has been a science education delegation leader for the People to People Citizen Ambassador Professional Programs, leading the South Africa trip in 2009, the China trip in 2010, the India trip in 2012, the Cuba trip in 2014, and the Peru trip in 2015.
Prior to teaching, Keeley was a research assistant in immunogenetics at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences from the University of New Hampshire and her Masters in Science Education from the University of Maine. In 2008, Keeley was elected the sixty-third president of the National Science Teachers Association (NSTA). She can be followed on Twitter @CTSKeeley and can be contacted through her website at www.uncoveringstudentideas.org or through Corwin for information about the professional development she and her colleagues provide.
Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development.
Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co–principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co–principal investigator and project director for MMSA’s NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children.
Most helpful customer reviews
8 of 8 people found the following review helpful.
Great Resource
By Jami T Garner
This is a great resource for teachers who are working to make formative assessment a regular part of their daily routine. This book not only gives great ideas of different formative assessment techniques, but discusses the rationale behind them and instructs on how to effectively use them in the classroom.
5 of 5 people found the following review helpful.
Terrific help with a variety of ways to assess our students!
By Patty Littlejohn
This book gives every teacher a variety of approaches to formative and summative assessments. The students will not even know they are being assessed! It goes hand and hand with the book for Science. It is a must for middle school teachers.
3 of 3 people found the following review helpful.
Excellent!
By holtster
This is a great book for teachers who want to include formative assessment to their math classes! Very useful, especially for improving instruction .
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